Client needs for coherent information, advice and guidance services ...

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Fieldwork Checklists APPENDIX B CHECKLIST FOR DISCUSSION WITH CLIENTS INTRODUCTION • Thank participants for attending • Explain purpose of discussion group, role in overall project • Explain system for payment of expenses • Assurances on confidentiality A. KNOWLEDGE AND EXPERIENCE OF IAG SERVICES A.1 Provide definition of ‘Information, Advice and Guidance about learning and work’: e.g. “Advice and support you receive to help you get work or training or learning” A.2 Introductions – each participant to state: Name; Age (group); Employment status; Most recent experience of IAG (including source, nature of service and reason for seeking IAG). A.3 How did you decide where to go/who to go to for IAG (Ask each participant what led up to most recent IAG experience). A.4 Have you received IAG from other providers in the past Who What services (some prior experience of IAG providers may already have been identified in A.3 above). A.5 Do you know of any other services that are available to you (or other people) if you need them How do you know about these services Types of service Provider Who aimed at A.6 Has anyone heard of ……. (list providers not yet mentioned e.g. learndirect, JC+, Connexions). What do you know about these A.7 Has anyone ever received help with self employment Where from Where would you go if you needed this type of help A.8 Has anyone ever been given information about the types of job opportunities that exist locally/the skills local employers are looking for (LLMI) Who from In what context Has it been helpful A.9 If experience of employment - has anyone ever had/thought of getting IAG from their employer Union Other employer body A.10 Which of the IAG providers/services mentioned so far were previously unfamiliar to the group B. ONGOING NEED FOR IAG SERVICES B.1 Have you been able to meet all your IAG needs through the services you have used so far If not, what needs went unmet B.2 If unmet needs – do you know of services that are available to meet these need Details B.3 Is anything stopping you from getting the IAG help/support you need Details B.4 Is there anything that would make it easier to get the IAG help/support you need B.5 Do you think you will need IAG again in future (e.g. after you leave college, once you find a job, once you know what course to do). B.6 What sort of IAG do you think you will need in future Is this available Where would you go for IAG 65
C. COHERENCE OF IAG SERVICES C.1 Please think back on your recent experience of IAG – all the IAG you have had since ….. you started looking for a job or course/first thought about retuning to work/first started thinking about your career etc. Think about all the IAG that has helped you get to the point you are now. C.2 Has it been a smooth, on-going process – always knowing what your next step should be and where to go for the help you needed next OR Has it been a struggle to get the help you have needed, with lots of dead ends, delays, not knowing where to go next etc. C.3 What has helped to make it a smooth, on-going process (including referral systems, continuity of adviser, accessibility of services). C.4 What sort of difficulties have made it a struggle (including delays in getting appointments, gaps in services, transport difficulties, always seeing a different adviser, repetition of questions asked by different providers). C.5 Have you felt in control of the process Had choice about services or providers Understood the process C.6 Do you feel that IAG services have been able to help you in the ways you expected C.7 How could IAG services be more effective in helping you to keep progressing (e.g. additional services, better referral) DEFINITIONS OF IAG SERVICES Jobcentre Plus Information: general details which help customers to make decisions about learning and work, e.g. issuing the ‘Financial help if you are looking for work’ booklet, a leaflet about Worktrain or the learndirect telephone number. Advice: support which helps customers to understand the information available Guidance: a process which helps customers to consider the learning, work and welfare support options available. For example, a Jobcentre Plus advisory interview in which job goals are identified and necessary steps to achieve are agreed or a discussion about benefit entitlement in relation to the individual Guidance Council Information: data on learning and work opportunities conveyed through printed matter, audio visual materials, computer software, or through information officers in careers or other helpline services such as learndirect. Advice: providing an immediate response to the needs of the client who present an enquiry or reveal a need that requires more than a straightforward information response. It is usually limited to helping with the interpretation of information and with meeting needs already clearly understood by the client and may or may not include signposting to a guidance interview where a more in-depth response can be provided. Guidance: An in-depth interview or other activity conducted by a trained adviser which helps clients to explore a range of options, to relate information to their own needs and circumstances and to make decisions about their career (i.e. progression in learning and work). It may or may not include psychometric assessment. 66
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RESEARCH Client Needs for Coherent
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CONTENTS Chapter Page EXECUTIVE SUM
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EXECUTIVE SUMMARY INTRODUCTION 1. T
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• many clients said they would ha
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development of directories and data
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I: BACKGROUND AND PURPOSE INTRODUCT
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II: METHODOLOGY INTRODUCTION 201 Th
Page 15 and 16: 215 Several adaptations were introd
Page 17 and 18: III: CLIENTS AND PROVIDERS IN THE S
Page 19 and 20: Services Table 3.2: Breakdown of
Page 21 and 22: Services Table 3.4: Breakdown of cl
Page 23 and 24: 326 Our synthesis and analysis of c
Page 25 and 26: • a student who is part of a grou
Page 27 and 28: 420 In terms of patterns of referra
Page 29 and 30: RECOMMENDATIONS 434 We were not for
Page 31 and 32: targeted at them. This point was ma
Page 33 and 34: providers demonstrated a high level
Page 35 and 36: 536 Many clients do appear to find
Page 37 and 38: service can help them; rather it su
Page 39 and 40: esource management practice; thus s
Page 41 and 42: Transfer of client records 579 The
Page 43 and 44: who graduated several years earlier
Page 45 and 46: exacerbated by media pressure to ge
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Page 49 and 50: 621 Referral to learning providers
Page 51 and 52: was minimal. The main exception was
Page 53 and 54: 649 In some areas, the IAGP itself
Page 55 and 56: combine their visit with other acti
Page 57 and 58: 681 There was a lack of suitable pr
Page 59 and 60: • Some advisers working with the
Page 61 and 62: APPENDIX A KEY DIFFERENCES BETWEEN
Page 63 and 64: other providers, including a number
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Page 69 and 70: C.4 Are there links with HE careers
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